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Education Reform for At‐Risk Youth: A Social Capital Approach

Education Reform for At‐Risk Youth: A Social Capital Approach Using the Education Queensland Reform Agenda to illustrate examples and approaches to education reform, this article discusses education reform for at‐risk youth. It argues that the characteristics of modernity, the rise of Mode 2 Society, and the power asymmetries associated with the emergence of the politico‐economic will contain the reform ambitions of the Education Queensland and other education reform agendas. It is proposed that the State adopt a transgressive and complimentary set of reform strategies including the adoption of distributed governance, making available meaningful school performance data, encouraging experimentation and facilitating broad stakeholder, community and neighbourhood engagement in school planning and operations. The article argues that measures such as these will assist to mobilize trust, minimise social fragmentation, generate and regenerate community resources, build cohesion, foster the socio‐cultural‐self‐identities of ‘at‐risk’ youth and will assist youth to achieve full participation in a robust and vibrant democracy. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Sociology and Social Policy Emerald Publishing

Education Reform for At‐Risk Youth: A Social Capital Approach

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References (8)

Publisher
Emerald Publishing
Copyright
Copyright © 2005 Emerald Group Publishing Limited. All rights reserved.
ISSN
0144-333X
DOI
10.1108/01443330510629090
Publisher site
See Article on Publisher Site

Abstract

Using the Education Queensland Reform Agenda to illustrate examples and approaches to education reform, this article discusses education reform for at‐risk youth. It argues that the characteristics of modernity, the rise of Mode 2 Society, and the power asymmetries associated with the emergence of the politico‐economic will contain the reform ambitions of the Education Queensland and other education reform agendas. It is proposed that the State adopt a transgressive and complimentary set of reform strategies including the adoption of distributed governance, making available meaningful school performance data, encouraging experimentation and facilitating broad stakeholder, community and neighbourhood engagement in school planning and operations. The article argues that measures such as these will assist to mobilize trust, minimise social fragmentation, generate and regenerate community resources, build cohesion, foster the socio‐cultural‐self‐identities of ‘at‐risk’ youth and will assist youth to achieve full participation in a robust and vibrant democracy.

Journal

International Journal of Sociology and Social Policy – Emerald Publishing

Published: Aug 1, 2005

Keywords: Education reform; Mode 2 Society; Social capital; Trust; Community; Social inclusion

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